History Memo 2 (English)

November 2016 — Grade 12 / Matric — History

Memo 2016 Grade 12 English History Hub →

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🎯 50 marks 📄 2 pages 📝 57 items found 📚 5 topics

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1.1The following cognitive levels were used to develop source based questions: Cognitive Levels Historical skills Weighting of questions LEVEL 1 Extract evidence from sources

1.2The information below indicates how source based questions are assessed: In the marking of source based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.

1.3Assessment procedures for source based questions Use a tick ( \ for each correct answer. Pay attention to the mark scheme e.g. (2 x 2\ which translates to two reasons and is given two marks each

2.1The essay questions require candidates to: Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to

2.2Marking of essay questions Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre. Candidates may have any other relevant introduction and/or conclusion than

2.3Global assessment of the essay The essay will be assessed holistically (globally\. This approach requires the teacher to score the overall p roduct as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual

2.4Assessment procedures of the essay

2.4.1Keep the synopsis in mind when assessing the essay.

2.4.2During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum\, each of the main points/aspects that is properly contextualized (also

2.4.3The following additional symbols can also be used: Introduction, main aspects and conclusion not properly contextualised Wrong statement _________________ Irrelevant st ate ment Repetition Analysis

2.5The matrix

2.5.1Use of the matrix in the marking of essays In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note both the content and presentation. At the point of

Q1— Section header —

1.1.1[Explanation of a historical concept from Source 1A L1] A philosophy that advocated self confidence, assertiveness and pride among black South Africans A philosophy propagated by Steve Biko and other activ

1.1.2Extraction of evidence from Source 1A It is a fact of history that the 16 June 1976 occurred under the direct influence of the Black Consciousness Movement, its ideology and its leadership On 28 May 1976 the South African Students

1.1.3Extraction of evidence from Source 1A he issue of Afrikaans as a medium of instruction (1 x

1.1Interpretation of evidence from Source 1A Seth Mazibuko showed leadership by mobilis ing the prefects of the schools to speak with one voice regarding the rejection of Afrikaans as a medium of instruction

1.2[Extraction of evidence from Source 1B Mathematics History Geography (3 x 1\

1.2.2[Interpretation of evidence from Source 1B The apartheid government did not care about the challenges that black students/pupils faced regarding the use of t he Afrikaans language The government wanted to show the students that it had

1.2[Interpretation of evidence from Source 1B The students wanted to show their anger and opposition to the use of Afrikaans

1.4.1[Interpretation of evidence from Source 1C The police reacted with lethal/brutal fo rce during the Soweto uprising The trauma and pain experienced by Antoinette Pieterson and Mbuyisa Makhubu The bravery and compassion of Mbuyisa Makhubu

1.6[Extraction of evidence from Source 1D L1] Governme nt closed down the schools Put the South African military on alert With extreme force and repression (2 x 1\ (2\ Extraction

1.6.3[Interpretation of evidence from Source 1D They did not have personal experiences of the effects of Bantu Education and racial oppression They viewed the uprising as a ploy/conspiracy by black Sout h Africans to

Q2— Section header —

2.1.1[Extraction of evidence from Source 2A To bridge the divide ( gap betw een the oppressive National Party and the democratic South Africa

2.1.2[Explanation of a historical concept from Source 2A L1] The perpetrators wanted to be pardoned for the political crimes that were committed against

2.1.3[Extraction of evidence from Source 2A Abduction Torture Disappearance Murder (any 2 x 1\ (2\

2.1.4[Interpretation of evidence from Source 2A Coetzee presented his evidence to protect the Soweto Intelligence Unit (SIU\he reas Nimrod Veyi s evidence was to expose the workings of the SIU Coetzee did not want to implicate the authorities who gave

2.1.5[Interpretation of evidence from Source 2A The Mp umalanga government erected a statue in honour of Nokuthula Simelane as a reminder of the role she played in the liberation struggle Mark Kaplan produced a documentary on the life and disappearance of

2.2.1[Interpretation of evidence from a visual source from Source 2B It shows Desmond Tutu and Alex Bor aine investigating the

2.2.2[Interpretation of evidence from Source 2B L2] (a\ The reference to Boipatong (happened on 17 June 1992\ indicate the location (pla ce\ where atrocities

2.2.3[Evaluation of the usefulness from Source 2B This source is useful because: t show the TRC being led by Tutu and Bor aine who attempted to investigate the

2.3.1[Extraction of evidence from Source 2C L1] would reveal what happened to her daughter would reveal who kidnapped / tortured / murdered / buried her daughter 1 x 2\ (2\

2.3.2Extraction of evidence from Source 2C L1] Willem Helm Johannes Coetzee Anton Pretorius Frederick Barnard Mong Msebenzi Timothy Vastrap Radebe

2.3Quote evidence from Source 2C Ernestina Simelane warned her daughter that e police were looking for Ernestina Simelane told her daughter that the police wanted to arrest

2.4[Comparison of evidence from Sources 2A and 2C L3] Both ources 2A and 2C highlight the intention of the Simelane family to find out the whereabouts of their daughter , Nokuthula

2.5.1[Interpretation of evidence from Source 2D It wa s the first time in the history of South Africa since the TRC was established

2.5.2[Extraction of evidence from Source 2D L1] Prosecution was recommended (1 x 1\ (1\

2.6[Interpretation, evaluation and synthesis of evidence from relevant sources Candidates could include the foll owing aspects in their response. Candidates should take a stand explaining whether the Truth and

Q3— Section header —

3.1.1[Extraction of evidence from Source 3A The debt crises of the 1980s 1 x

3.1.2[Extraction of evidence from Source 3A International Monetary Fund IMF World Bank (2 x 1\ (2\

3.1.3[Explanation of a historical concept from Source 3A L1] Trade liberalisation refers to opening of developing countries markets to foreign trade and investment opening up Africa to western markets Any other relevant response

3.1.4[Interpretation of evidence from Source 3A d to essential services being withheld from the poor d to a practice where only the rich were able to afford essential services d to retrenchments which could place a burden on the state to provide

3.2.1Interpretation of evidence from Source 3B t forced governments to reduce subsidies for basic goods which hurt the t destroyed econom ies of Af rican countries It increased the inequalities between the rich and the poor

3.2.2[Extra ction of evidence from Source 3B To print money To borrow money To reduce spending and increase revenues

3.2.3[Evaluation of the usefulness Source Candidates can state ether the information in the source is USEFUL to a greater extent or USEFUL

3.3[Compari son of evidence from Sources 3A and 3B L3] Both ources 3A and 3B highlight the imposition of Structural

3.4.1[Extraction of evidence from Source 3C L1] In 1997 growth slowed to 0 In 1998 per capita incomes fell by 0 In 1999 the World Bank further projects a decline in growth/income of 0 (3 x 1\ (3\

3.4.2[Extraction of evidence from Source 3C L1] he debt burdens o Africa had increased substantially ountries in Africa have hown poor growth rate

3.4.3[Interpretation of evidence from Source 3C ebt repayment consumes 4.3% of Sub Saharan Africa s Gross National roduct he implementation of Structural Adjustment Plans ha impoverished the economies of most African countries

3.5.1[Int erpretation of information from Source 3D L2] The message questions the West motives fo r the cancellation of the debt

3.5.2[Interpretation of information from Source 3D L2] (a\ The West is por trayed as countries that have benefitted from the economic sub jugation

3.6[Interpretation, evaluation and synthesis of evidence from relevant sources L3] Candidates could include the foll owing aspects in their response. The debt crisis of the 1980s gave the West the opportunity

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Topics Identified

Source AnalysisEssay WritingCold WarApartheidDemocracy

Mark Allocation

Total50 marks

Sections50 + 50 + 50 + 50 + 50 + 50 = 300 marks

Paper information

SubjectHistory

Year2016

SessionNovember

TypeMemo

PaperPaper 2

LanguageEnglish

Pages24

Downloads3

Examination context

Decade2010s

Years ago10y

SeasonSpring (SH)

Start daySaturday

Exam periodNovember 2016

Days since exam3,641

About History examination preparation

Grade 12 History requires learners to work with historical knowledge, evidence, sources, and structured written responses. Papers are heavily essay-weighted.

Every available Grade 12 History past paper and memorandum is collected in the History hub at history.freemode.co.za — browse all years, sessions and languages in one place.

How to use this resource for revision

A past examination paper is most useful when it is treated as an active revision exercise. Try the questions yourself before checking the corresponding memorandum. Where you make an error, identify the reason — was it a knowledge gap, a calculation mistake, an interpretation issue, or an examination technique problem?

For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.

analysing historical sources

interpreting evidence

selecting relevant historical knowledge

constructing structured arguments

answering questions directly

A practical revision approach

For source-based questions, identify what each source actually provides before drawing conclusions. For essays, compare your structure, evidence, and relevance with the marking memorandum.

Grade 12 subject hubs

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Corresponding examination paper

Examination paper available

Open the corresponding examination paper to practise the questions before reviewing the marking memorandum on this page. Attempt every question under timed conditions for the most realistic preparation.

History Paper 2 (English) →

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